https://oer.opendeved.net/index.php?action=history&feed=atom&title=Populations%2FTeacher_Notes 2026-04-22T11:51:44Z Revision history for this page on the wiki MediaWiki 1.38.2 https://oer.opendeved.net/index.php?title=Populations/Teacher_Notes&diff=9545&oldid=prev 2012-09-24T08:24:26Z

<p>Created page with &quot; =Teacher&#039;s Notes= Science Book: living environment page 56 Topic: Animal populations and ecosystems ==Introductory Activity - BRAINSTORM - whole class== Q. What factors aff...&quot;</p> <p><b>New page</b></p><div><br /> =Teacher's Notes=<br /> Science Book: living environment page 56<br /> Topic: Animal populations and ecosystems<br /> <br /> ==Introductory Activity - BRAINSTORM - whole class==<br /> <br /> Q. What factors affect animal population numbers in the wild?<br /> <br /> Probe – positive and negative factors<br /> Responses – food availability, pollution, weather conditions, water levels, disease, predators, etc<br /> Encourage pupils to build on what others have said and to say whether they agree with peer comments (building dialogue skills).<br /> <br /> ==Introductory Activity - LOOKING AT GRAPHS - pairs/groups==<br /> <br /> Project or print the two graphs in figures 19 &amp; 20. Teacher note: see text between and after the graphs.<br /> Look at the graphs of human and great tit populations and discuss:<br /> <br /> Q. Tell the story of the graphs; what do they show?<br /> <br /> Q. What factors might explain the changes in numbers over time?<br /> <br /> Brief plenary.<br /> <br /> ==Activity 3 - CASE STUDY== <br /> Case study of rabbits grazing on the North and South Downs of England (whole class teaching and discussion). Teacher note: see text p. 58-61<br /> Show Fig. 22 Colonising chalk downlands and talk through it using Q&amp;A. E.g. <br /> <br /> Why might ground be completely bare? (clearing for agriculture, over-grazing, fire, volcano, quarrying) <br /> What happens over time? <br /> <br /> Introduce succession as a predictable sequence of change. Point to grassland, shrubland, woodland. Chalk grassland would become woodland if left… why hasn’t that happened in the Downs?<br /> <br /> What is the role of the rabbit (or sheep)? Grazing prevents trees developing…<br /> Why do farmers and vegetable growers install rabbit-proof fences?<br /> Why do certain plants increase and others decrease in number when rabbits are present?<br /> <br /> Human intervention: tell the story of myxomatosis and its devastating effect on the rabbit population. (Play the song “Bright Eyes” if you want!) Explain that it ultimately died out.<br /> What other animals might have been negatively affected by the virus? Why? <br /> - predators of rabbits, grassland dwelling birds, rabbit hole inhabitants<br /> What animals might have been positively affected by the virus? <br /> - competitors<br /> What happens when there are no animals grazing?<br /> Discuss the positive effects of grazing – biodiversity.<br /> <br /> The above Qs can be discussed in groups to get pupils thinking.<br /> <br /> ==Activity 4 - CONCEPT MAP - Whole class ==<br /> see Fig. 24 mapping interrelationships between rabbits and other organisms on downland<br /> <br /> This could be done on the IWB as it exploits the interactive nature of the technology. Provide each organism as a labelled object on the board. Ask pupils to suggest links. You may want them to work on this in groups at tables first (using paper or min-whiteboards), with one group then demonstrating their representation on the IWB, for constructive critique and extension by others.<br /> <br /> Introduce the notion of natural selection after this. Teacher note 1 – p.62.<br /> <br /> Q. What other examples of natural selection can you think of?<br /> Managing the downlands - Teacher note 2 – p.62.<br /> <br /> Conclusion: change in ecosystems upsets the whole balance… fragility and instability<br /> How much interference should humans make to protect one species or habitat?</div>

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